Description
The use of animations has become very common in multimedia teaching and learning. Animations are assumed to increase interest and motivation, to direct attention, to illustrate procedures, and to explain how things work. Research shows that the educational effectiveness of animations depends on how their characteristics interact with the psychological functioning of the learner. This book is a comprehensive treatment of learning with educational animation, based on research of internationally recognized experts. The authors clarify and integrate the major themes of current research into learning with animation, exploring requirements for the principled design of learning resources that incorporate animation. Such materials can only be successful if their design reflects principles governing how learners develop understandings when they work with animations. The overarching goal of the book is therefore to improve the way educational animations are designed and used within a variety of learning contexts.
This book explores the effectiveness of electronic-based learning materials by a team of international experts.
About the Author
Wolfgang Schnotz is a full Professor of General and Educational Psychology at the University of Koblenz-Landau in Germany where he is the head of the Multimedia Research Group and the head of the Graduate School on Teaching Processes. He was formerly a professor at the Friedrich-Schiller University of Jena in Germany and a lecturer at the University of Vienna in Austria. Dr Schnotz was the chief editor of the International Journal of Learning and Instruction, was a member of the Executive Committee of the European Association for Research on Learning and Instruction, and acted as the chair of the Division of Educational Psychology. He gave keynote addresses at numerous international conferences in the field of educational psychology and research on learning media. He has published extensively in European and international psychology journals. Dr Schnotz is a member of the American Educational Research Association, the American Psychology Association, the European Association for Research on Learning and Instruction, the European Society for Cognitive Psychology, the German Association of Psychology, the Association for Cognitive Science, the International Association of Applied Technology, and the Society for Text and Discourse. Richard Lowe is Professor of Learning Technologies at Curtin University in Perth, Australia. Following undergraduate studies in chemistry and education, he completed a Ph.D. in educational psychology at Murdoch University. As a result of his work in industry, education, and textbook publication, he developed an interest in factors influencing the effectiveness of explanatory graphics. From an early focus on the comprehension of static graphics, his research has extended in recent years to include investigations of the educational effectiveness of animated and interactive graphics. In addition to his research, he continues to work as a practicing instructional designer for industry and government organizations that rely on complex and dynamic graphic information displays for their operations. He is currently Associate Editor for the international journal Educational Research Review.
Reviews
'The international authors clarify and integrate the major themes of current research into learning with animation, exploring requirements for the principled design of learning resources.' The Times Higher Education Supplement
Book Information
ISBN 9780521617390
Author Richard Lowe
Format Paperback
Page Count 402
Imprint Cambridge University Press
Publisher Cambridge University Press
Weight(grams) 546g
Dimensions(mm) 227mm * 151mm * 25mm
This book explores the effectiveness of electronic-based learning materials by a team of international experts.
About the Author
Wolfgang Schnotz is a full Professor of General and Educational Psychology at the University of Koblenz-Landau in Germany where he is the head of the Multimedia Research Group and the head of the Graduate School on Teaching Processes. He was formerly a professor at the Friedrich-Schiller University of Jena in Germany and a lecturer at the University of Vienna in Austria. Dr Schnotz was the chief editor of the International Journal of Learning and Instruction, was a member of the Executive Committee of the European Association for Research on Learning and Instruction, and acted as the chair of the Division of Educational Psychology. He gave keynote addresses at numerous international conferences in the field of educational psychology and research on learning media. He has published extensively in European and international psychology journals. Dr Schnotz is a member of the American Educational Research Association, the American Psychology Association, the European Association for Research on Learning and Instruction, the European Society for Cognitive Psychology, the German Association of Psychology, the Association for Cognitive Science, the International Association of Applied Technology, and the Society for Text and Discourse. Richard Lowe is Professor of Learning Technologies at Curtin University in Perth, Australia. Following undergraduate studies in chemistry and education, he completed a Ph.D. in educational psychology at Murdoch University. As a result of his work in industry, education, and textbook publication, he developed an interest in factors influencing the effectiveness of explanatory graphics. From an early focus on the comprehension of static graphics, his research has extended in recent years to include investigations of the educational effectiveness of animated and interactive graphics. In addition to his research, he continues to work as a practicing instructional designer for industry and government organizations that rely on complex and dynamic graphic information displays for their operations. He is currently Associate Editor for the international journal Educational Research Review.
Reviews
'The international authors clarify and integrate the major themes of current research into learning with animation, exploring requirements for the principled design of learning resources.' The Times Higher Education Supplement
Book Information
ISBN 9780521617390
Author Richard Lowe
Format Paperback
Page Count 402
Imprint Cambridge University Press
Publisher Cambridge University Press
Weight(grams) 546g
Dimensions(mm) 227mm * 151mm * 25mm
